“同课异构”课堂艺术改善肾内科临床带教质量的观察
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摘要
目的观察"同课异构"课堂对肾内科临床带教质量的改善情况。方法回顾性分析2012年至2013年到本院肾内科实习学员的225名学生为研究对象,将2012年110名学员作为对照组,接受传统教学模式教学,将2013年接受同课异构课堂教育模式的115名学生为实验组。通过出科理论和操作考核、课程满意度和自主学习能力量表评价该教学方式的水平。结果出科考核实验组学生理论(t=2.521,P=0.019)和操作考试成绩(t=2.341,P=0.024)优于对照组,差异有统计学意义(P<0.01);实验组学生对课堂教学模式满意度较高,如学习氛围和学习兴趣性等方面均>90%;实验组对教学方面的学习氛围(x~2=26.411,P<0.001)、学习兴趣性(x~2=14.869,P=0.001)、主动学习能力(x~2=14.038,P=0.001)、生生/生教沟通交流机会(x~2=10.514,P=0.005)、理论知识和操作更好掌握方面(x~2=11.516,P=0.003)满意度均明显高于对照组。两组患者的医学生自主学习能力的评分在入组时无明显差异,出科时实验组医学生自主学习能力的评分总分显著高于对照组(t=2.457,P=0.002)。结论 "同课异构"课堂艺术是一种能有效提高肾内科临床带教水平的教学方式。
Objective To observe the effect of "isomerism of the same course" classroom in improving the quality of clinical teaching in nephrology. Methods A retrospective analysis of 225 intern students in our department from 2012 to 2013 was conducted. 110 students in 2012 were taken as the control group and received the traditional teaching model. In 2013, 115 students who accepted the "isomerism of the same course" classroom education model were selected as the experimental group. The level of the teaching method was evaluated by the examination of the theory and operation, the satisfaction of the course and the self-learning ability scale. Results The experimental group was superior to the control group in terms of theoretical and operational test scores(P<0.01), and the students in the experimental group were more satisfied with the teaching model, more than90%. In the experimental group, the learning atmosphere in teaching(x~2=26.411, P<0.001), learning interest(x~2=14.869, P=0.001), active learning ability(x~2=14.038, P=0.001), communication opportunities(x~2=10.514, P=0.005), mastery of theoretical knowledge and operation(x~2=11.516, P=0.003) were better in the experimental group. The scores of autonomic learning ability of medical students in the two groups were not significantly different when they entered the group. The total score of autonomous learning ability in the experimental group was significantly higher than that in the control group(t=2.457,P=0.002). Conclusion "Isomerism of the same course" classroom is an effective way to improve the clinical teaching level in department of nephrolgy.
Objective To observe the effect of "isomerism of the same course" classroom in improving the quality of clinical teaching in nephrology. Methods A retrospective analysis of 225 intern students in our department from 2012 to 2013 was conducted. 110 students in 2012 were taken as the control group and received the traditional teaching model. In 2013, 115 students who accepted the "isomerism of the same course" classroom education model were selected as the experimental group. The level of the teaching method was evaluated by the examination of the theory and operation, the satisfaction of the course and the self-learning ability scale. Results The experimental group was superior to the control group in terms of theoretical and operational test scores(P<0.01), and the students in the experimental group were more satisfied with the teaching model, more than90%. In the experimental group, the learning atmosphere in teaching(x~2=26.411, P<0.001), learning interest(x~2=14.869, P=0.001), active learning ability(x~2=14.038, P=0.001), communication opportunities(x~2=10.514, P=0.005), mastery of theoretical knowledge and operation(x~2=11.516, P=0.003) were better in the experimental group. The scores of autonomic learning ability of medical students in the two groups were not significantly different when they entered the group. The total score of autonomous learning ability in the experimental group was significantly higher than that in the control group(t=2.457,P=0.002). Conclusion "Isomerism of the same course" classroom is an effective way to improve the clinical teaching level in department of nephrolgy.
引文
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[13]姚小娟.布卢姆目标分类学视野下的同课异构——以“长方形、正方形的周长”教学为例[J].课程教学研究,2017,17(9):55-59.
[2]王德晓.“同课异构”对教师专业发展的促进——为何与何为[J].太原大学教育学院学报,2015,33(4):5-8.
[3]王碧梅,桂艳娥,韩文艳,等.“同课异构”教学中的知识运作[J].教育科学研究,2016,16(4):46-54.
[4]张帅.高师院校引领下的“同课异构”教研模式研究——以“晋沪两地,同课异构”教研活动为例[J].当代教育理论与实践,2016,8(4):99-101.
[5]张兰婷.同课异构的多方位解读[J].教学与管理,2016,16(23):24-26.
[6]王建奔,田银城.同课异构的价值及利弊分析[J].亚太教育,2016,1(21):98.
[7]罗晓.探索“同课异构”在英语教研中的有效性[J].亚太教育,2016,1(26):188.
[8]张俐,张霞,刘云波,等.大学生自主学习能力评价指标及测评量表的研究[J].中国高等医学教育,2014,1(1):11-12.
[9]张爱红.运用“同课异构”提升实习生教学监控能力的实践探索[J].嘉应学院学报,2017,35(1):82-86.
[10]李芳芳,李海芳.高职英语听力翻转课堂引入同课异构模式实践[J].晋城职业技术学院学报,2017,10(1):33-35.
[11]曲雪松,张伶俐.“同课异构”教学法在高职院校的运用分析[J].读与写(教育教学刊),2017,14(6):56.
[12]朱琳.论同课异构之“同”与“异”[J].忻州师范学院学报,2015,31(5):106-109.
[13]姚小娟.布卢姆目标分类学视野下的同课异构——以“长方形、正方形的周长”教学为例[J].课程教学研究,2017,17(9):55-59.